HISTORICAL RESEARCH

Research: Its Meaning

Over the years research has become a prevailing phenomenon of our civilization. Scholars, graduate
students in the academic discipline and professions are engaged in research. Research is conducted in
various settings: classrooms, laboratories, the barangays and even in foreign cultures. Some researchers
are of short duration, while others span long periods of time. Industries, business, educational
institutions, political and social institutions spend a large amount of money on various research
activities. Research is undertaken for the purpose of explaining and predicting phenomena. In the case
of educational research, those have greatly influenced on affected upon teaching and learning and the
operation of the school system. The inherent assumption that educational research can provide a better
understanding of the educational process, and in effect, will lead to the improvement of educational
administration.

Research, to some people, connotes a specialized field of study enshrined in technical, esoteric language
and procedures as though it were a secret ritual practiced only by scientists in white laboratory gowns,
studying mice in a laboratory setting. Thus, if one asks a group of college students their impressions of
research, they would say such statement as “difficult, time consuming and requiring basic knowledge
and skills in statistics”.

Students often research as part of the scientifically inclined. Such a as attitudes is often validated,
unfortunately, by how research is taught. The research course becomes a battle-ground where the
students struggle hard to survive. What we have here is the failure to communicate research in order for
the students to understand the full value and importance of learning the research discipline a learning
laboratory that involves young adults in a complex learning tasks. Remedial readings teachers may try
different learning strategies instruction for students who are poor readers.

Identifying and describing forms or types of research is helpful for developing an understanding of the
scope of educational research the differences involved across research investigation,

In general sense, all research in education is directed to one or two ends

1. The extension of knowledge and
2. The solution of problem

Importance of Research

All educational research is premised toward the extension of knowledge and the solution of problems.
By influence the overall function of research is to improve various processes, whether educational,
economical, social, political and cultural through the refinement and extension of knowledge. This
acquisition of new knowledge is basically an immediate step toward the improvement of our lives.

After the data have been analyzed and tabulated, the researcher decides what information they provide.
Results are summarized and lumped together, analyzes are interpreted. Conclusions are drawn from the
hypothesis if the hypothesis were tested. The research report is prepared and its importance adds to the
knowledge and theory and incorporated into the existing body of knowledge.
Drawing conclusions with their implications is very important. In essence, this was the primary purpose
or conducting an investigation. Drawing conclusions requires analysis, interpretation, synthesis, and
insights.

Purposes of Research

The principal goal of research is the preservation and improvement of the quality of human life. All kinds
of research are directed toward this end. The purpose of research is to serve man. The purpose of
research is to serve man. The goal of research is the good life. Because of research, man has attained
great progress and comfort in life.

The following are more specific purposes and goals of research:

1.Discover new facts of known phenomena

2. Find the solution to problem that are only partially solved
3. Improve or develop new products.
4.Discover unrecognized substances or elements
5. Validate generalizations into systematic order
6. Provide basis for decision making in any undertaking
7. Satisfy the researchers curiosity
8. Acquire better and deeper understanding about one phenomenon to another
9. Verify existing knowledge
10. Improve educational practices by raising the quality of school products
11. Promote health and prolong life
12. Enhance man’s basic life.

Kinds and Classification of Research

There are many kinds of research which are classified according to their distinctive features. Some of
the classifications are as follows:

1. According to Purpose:
a. Predictive or Prognostic. It has the purpose to determine the future operation of the
variables under investigation with the aim of controlling or redirecting such for the better.
Its purpose is to give the results from one specific educational practice or pattern and seek
to establish a close statistical connection between characteristics of students and a
prediction of educational outcome.
b. Directive. It determines what should be done based of the findings. This is to remedy a n
unsatisfactory condition, if there is any.
c. Illuminative. It is concerned with the interaction of the components of the variable being
investigated; i.e. interaction of the components of educational system and aims to show the
connection among student characteristics, organizational patterns and policies and
educational consequences.

2. According to Goal:
 Basic Research. This type of research has drawn its pattern and spirit from the physical science
and has its aims to discover fundamentals concepts and principles by exploring the unknown to
extend new boundaries of knowledge vis-avis new facts and investigation. This type of research
is usually carried on a laboratory setting.

Applied Research. This type of research has the most of the characteristics of basic research
including the use of sampling techniques and the subsequent inferences about the target
population. The purpose of this type of research is to improve a product or process through
new applications of scientific knowledge to solve a problem. Most educational research is
applied research, for it attempts to develop generalization about teaching-learning process,
instructional materials, the behavior of children and various ways to modify it and learning
outcomes.

3. According to the Level of Investigations:

a. Exploratory. The researcher studies the variables pertinent to a specific situation.
b. Descriptive. The researcher studies the relationships of the variables.
c. Experimental. The researcher studies the effects of the variables on each other.

4. According to the Types of Analysis

a. Analytic Approach. The researcher attempts to identify and isolate the components of the
research situation.
b. Holistic Approach. This begins with the total situation, focusing attention on the system first
and on its internal relationships.

5. According to Scope
a. Action Research. This involves the application of the steps of the scientific method in the
classroom problems. It is a firing line on the job-type problems used by teachers,
supervisors, administrators and managers, to improve the quality of their decision-making
and actions. It seeks more dependable and appropriate means of promoting and evaluating
growth in line with specific and general objectives and attempts to improve practices
without references to whether findings would be applicable beyond the group studied or
not.

This type of research is focused on immediate application, not on the development of a

theory but it has its emphasis on a problem existing in a local setting. It is designed to
improve school practices such as habits of thinking, ability to work harmoniously in the
group, and enhance professional spirit. Various studies may be conducted for the purpose of
trying to improve classroom practices.

6. According to choice of answers to problems. This is concerned with the findings that answer the
problems into evaluation and development research

a. Evaluation. These are all possible courses of action, which are specified and identified in
which research try to find out the most advantageous.
b. Development. This focuses on the findings or developing a more suitable instrument or
process than has been available.

7. According to Statistical Content:

 a. Quantitative or Statistical Research. This is one in which inferential statistics are utilized to
determine the results of the study. Inferential statistics such as correlation, chi-aquare and
analysis of variance, are used to test the hypothesis. This type of research usually includes
comparison studies, and cause-and-effect relationships.
b. Non-quantitive Research. This is used for quality or statistics, which is practically nil (nothing
or Zero) This is especially true in alternative research such as anthropological ethnocultural
studies, indigenous and participatory were description is usually used. Descriptive data are
gathered than qualitative data.

8. According to the Types and Kinds of Research: this focuses on the area or field of activity.
a. Proprietary Research. This is conducted for a specific audience and is not shared beyond
that evidence
b. Scholarly Research. This promotes public access to knowledge.
c. Behavioral Research. This is based on the belief that objective knowledge is obtained
through careful and systematic observation and measurement of what people do. This is
most reliable on operationalism, which is the transformation of abstract concepts into
behaviors that can be precisely qualified. The goal is to identify and test laws that can
explain, predict and lead to the control of behavior.
d. Phenomenological Research. This is based on the belief that what people do depends on
what they perceived or what goes on their minds. It focuses on the internal, psychological
meaning that guides behavior, describes how people understand their life experiences,
tends to be theory-generated or inductive, and aims to shape the development of a theory.
e. Communication Research. This is an investigation of the five communication elements
where possibly, some research problems may be analyzed such as:

e.1 Control Analysis (Source) This refers to the performance of the communication. These
are the essential of the communicator. These are the essential factors affecting their
performance such as their credibility, capability, expertise, functions, structure and
needs/problems.
e.2 Content Analysis (Message) This determines the nature and characteristics of message,
manifestations of any of the scopes and themes, slant and treatment, text or visuals and the
message appeal.
e.3 Media Analysis (Channel) This refers to the media’s comparative advantages, media
features, nd costs.
e.4 Audience Analysis (Receiver) This concern audience behavior, tastes, interest, opinions,
where they reach and can be conducted on the following feedback level, audience level and
expectations.
e.5 Impact Analysis (Effects) This is to know the current trends in shuch areas as community
media system, information diffusion, media socialization, children and television, and media
motives, uses and gratifications and can be done on an awareness, attitude, change,
behavior change and practice level.

Research Process

Research has been concerned with gathering data that can help us answer questions about various
aspects of society and thus can enable us to understand society. It may be observed that teachers at all
levels continually make decisions about instructional activities such as curriculum, teaching strategies,
classroom management and student learning. They base these decisions in their understanding of
accumulated knowledge about education. A lot of the knowledge about teaching and learning comes
from educational researchers who seek answers to educational questions on existing educational
problems. An important sign of a productive profession like education is the systematic attempt of
researchers to examine the knowledge based upon which the profession operates. This systematic
attempt to examine knowledge is called research.

Research is a process of systematically collecting information about an identified problem, analyzing the
data, and on the basis of the evidence, conforming or refuting a prior prediction. Research is not unique
within the total research community; it is the application of some generally accepted systematic
procedure to investigating the knowledge base of education. Analogous to educational research is
educational evaluation, the use of research techniques to judge the effectiveness of existing in place
Place programs of instruction. Educational evaluation is an important area of educational research.

There are five major characteristics indicative of a profession whose research is knowledge based
(Berliner, 1987).

First, professional work ar verifying ideas and practices believed to be effective. Most often, some
teachers read about “new” teaching techniques in a professional journal and say, we’ve known that t or
a long time. Perhaps as professional, however, teachers cannot rely entirely on a common-sense
approach intuition and perception need to be supported by empirical data that are existing, reliable and
valid and this can be substantiated through research.

Second, professionals work at discovering new ideas and practices that are exemplified by an idea that
has been extensively researched on, was one new, and is now common in schools, the application of
reciprocal teaching, which features guided practices in applying learning strategies (Roseshine and
Meinter, 1994).

Thirds, professionals clarify ideas that are designated to simplify teaching. This is illustrated by research
results about learning procedures when they are applied to problem solving in various subject areas.

Fourth, although completed, educators try to simply teaching. They often express ideas that may
complicate everyone’s teaching.

Fifth, professionals discover ideas and practices that are counter-intuitive. For example, many educators
assume that grouping in self-contained classes according to pupils ability permits pupils to work more
effectively with peers and to have instruction adopted to their performance level. Regarding mastery
learning, however, research evidence does not seem to support this contention. Instead, it shows that
pupils may achieve more when they are in classes of mixed ability foremost of the day. Cross grade
assignment also may increase pupils’ achievement. Limited grouping of pupils at the same level seems
effective only when it is done for specific skill instruction.

Understanding Research as Process

Understanding research from the perspective of researchers is very important. It is important that
certain guidelines must be established. The research starts and stops several times, rejects questions
and possible solutions, and perhaps encounters different pitfalls.
To insure maximum consistency and efficiency, there are certain steps that must be observed in
researching on a problem.

1. The researcher selects a problem area and specifies research questions. From personal
experience, professional readings or perhaps discussions with colleagues, the researcher selects
a problem area for study.
2. The researcher examines and researches data bases to review existing results and define terms.
At this stage, the researcher tries to find out what other researchers have done to answer
similar questions. By consulting books, educational encyclopedia, professional journals, and
electronic data base, the researcher gains insights about what others have done and what
conclusions were drawn from their research. The researcher knows that his work is based on
certain assumptions one of which is that, it will add to the body of knowledge.

After reviewing the material from these sources, the researcher concludes that the meaning of
some terms require classification.

3. The researcher selects a research design.

4. The researcher determines the research method. This stage includes the three common aspects
the researcher must determine. These are:
a. Where and when the research will occur.
b. With whom specifically the research will be done.
c. How he will analyze the information and data collected
In selecting a location, the researcher must consider that there is better control of the data
collecting and to make unobstructive observation and recording.
5. The researcher describes and selects the respondents to be used in the study. If there is a
person who is interested in doing the study with pupils that reflect the range of ability and
performance tests scores, he collects relevant data normally found in pupils’ permanent records
information as age, grade level and educational history.
6. The researcher selects test to score the pupils’ writing. The researcher begins to documents the
pupils’ writing performance. To do this, samples of the pupils’ writing in content are classes are
obtained and scored and these are analyzed by some accepter system.
7. The researcher conduct the study. The researcher now has enough information to answer the
first question. “What is the writing performance of pupils with learning disabilities” To answer
the second question, “How does the performance compare with the performance of pupils’
without learning disabilities?” the researcher collects the same data about the pupils who do
not have learning disabilities. Because it is impractical to collect data about all pupils in the
whole school, the researcher decides to select randomly a portion of the pupils without learning
disabilities to each given grade level.

As the researcher proceeds with the study, another question arises. The researcher wants to
know “Are the teachers using any instructional strategies and techniques that seem to enhance
the learning of pupils who are learning disabled? To answer this question, he sets up a series of
classroom observations and teacher interviews. He would like to determine possible answers to
these questions by collecting information about what really occurs in classrooms while teaching
and learning take place.
8. The researcher analyzes the data and determines the implications of the researchers. After
conducting the study and collecting the data, the researcher analyzes the data, using
 appropriate statistical (quantitative) and non-statistical (qualitative) methods, after which he
determines what implications the results of the study have for other research and teachers.
9. The researcher publishes the results of this study. After the research has been completed, a
written report is made. The researcher describes:
a. The reason for conducting the study
b. The conclusions he has made about the research
c. The steps undertaken to select the respondent (pupils) the writing scoring procedure, and
the instructional activities,
d. The in-service training instructional programs, and the way they were used in the content
area classes
e. The statistical results

Important Terms Used in Research

These are important terms that are used in research. The common terms are:
1. Variable. In the broadest sense, a variable is anything is a research situation that varies and can
be measured. It can be human characteristics (pupils, teachers, or school administrators) or it
can be characteristics, groups schools, district, instructional materials. The various
characteristics are called variable and can be measured. Educationally relevant traits of humans
include age, intelligence, reading scores, learning comprehension, level of motivation, sensitivity
to noise and light, and ethnicity. Another relevant un human characteristics include the size and
print of books, the frequency an event occurs, the location of classes, the economic status of
teachers and pupils’ attendance records.
2. Research design. The research design is the plan used to study a problem or issue. These are
two basic research design based on the way data and information are collected, synthesized and
analyzed. These are quantitative research (statistical data analysis). In the example of the
research used in this topic, it may be noticed that a combination of these types was used. The
researcher also used three subcategories of quantitative research: Descriptive, comparative and
causative. Descriptive research provides information about one or more variables.
Comparative research provides and explanation about the extent of a relationship between two
or more variables. Experimental, or causative research provides information about how one or
more variables influence another variable.
3. Hypothesis. A hypothesis is a tentative statement about how one or more variables are related
Many researchers convey the relationship, as used by the researcher in our example, the
question. For the causative design used by the researcher in our example, the question is “which
of the instructional programs help pupils with learning disabilities write effectively in content
are classes” could be approached in these forms:
a. Directional hypothesis. There will be an improvement in the way pupils with learning
disabilities write after receiving effective writing instructions in content area classes.
b. Prediction. Instructional program X will produce a quarter improvement in the way pupils
with learning disabilities write in content area classes that write in structional program Y.
c. Statement of purpose. The purpose of this study is to determine whether either of the
instructional programs help pupils with learning disabilities to improve their writing.
d. Question. Which of the two instructional programs cause pupils with learning disabilities to
write more effectively?
4. Subjects. The subject are the particular individuals used in the research One group of subjects in
the example in this chapter consisted of pupils classified as learning disabled in grade five. In the
comparative and causative designs, the research also used as subjects a small group of pupils
who were not learning disabled. He randomly selected a portion of the pupils without learning
 disability. The randomly selected group is a sample of all the pupils without learning disabilities
in the school. The population is the larger group with which the researcher thinks his results can
be used.
5. Control group. This is the group of subjects in expert-mental research not receiving the
experimental conditions or treatment (sometimes called the comparison group).
6. Correlation. This is a measure of the extent to which two or more variables have a systematic
relationship.
7. Dependent variables. The variable researchers make the acted upon variable. It is the variable
whose value may change as a result of the experimental treatment.
8. Independent variable. The influencing variable in experimental research, the one to which
researcher attributes causation (sometimes called experimental variable), which each research
project is unique in some ways. All projects involve the same stages. These are choosing the
problem, formulating the research design, gathering the data coding and analyzing the data, and
interpreting the results. Each of these stages is dependent upon the others, and the total
research process is quite circular. If the hypothesis is rejected, the researcher must revise the
study and begin again. Even if the hypothesis is not rejected, the researcher may wish to
replicate the study, to make sure the findings are accurate.
9. Representative sample. This involves a selection from a larger population that is statistically
found to be typical in that population.
10. Random sample. This is a condition where every member of an entire population being studied
has the change of being selected.
11. Validity. This refers to the degree to which a measure or scale truly reflects the study
12. Reliability. This refers to the extent to which a measure provides consistent results.
13. Hawthorne effect. This is a situation when subjects of a research perform in a manner different
from their typical behavior because they realize that they are under observation.

Decision Alternative in the Research Process

A number of alternatives are available to the researcher during each of the stages process. The research
process can be compared with a guide or map. On a map, some paths are better charted than others.
Some are difficult to travel and some are more interesting and scenic than others. Rewarding
experiences may be gained during the journey. It is important to remember that there is no path or best
path for a journey. The road one takes depends on where one wants to go and the resources (money,
time and labor) one has available for the trip. The map analogy is useful for the researcher because in
each stage if research process there are several paths to follow. In some instances, the quickest path will
be the appropriate means of research because of certain time constraints.

Assignment:

1. What is research?
2. Enumerate the purpose of research
3. Can research health and prolong life? Explain your answer.
4. Why is research important to our lives?
Historical research has been around for a long time. It deals with meaningful record of human
experiences. It is a list/record of chronological events that happened relating to purposes, events, times
and places. History is important in understanding the past and understanding the present in the context
of past events and developments. Historical analysis may deal on an individual, a movement or a
political institution. Historical research is the application of scientific method to the thorough
description and analysis of past records and events.

Historical research is s systematic process of searching the facts and then using the information to
synthesize, describe, analyze and interpret the past.

Historical research may have a variety of topics. It may focus on problems and issues on government and
politics, social movements, and concepts and developments on education. The history and development
of the Philippines educational system would be a good contemporary aspect of education. The context
of event must be emphasized in its events that have occurred. Interpretation is the main focus to the
research process when investigating a historical event.

The Value of Historical Research in Education. Historical research in education is useful in many ways.
Strickers (1998) discussed some of the reasons why the study of history is important and useful. These
reasons are:
1. History is a storehouse of great ideas.
2. The past is a bulwark against contemporary confusion.
3. Knowledge of the past is essential to understanding and judging current events.
4. History shows what is and is not possible: thus a knowledge of history empowers, especially
those with decision-making tasks.

A knowledge of history, acquired through historical research, can provide a better perspective for
decision-making about various educational problems. Historical research is also useful for planning
future needs.

Historical research is also valuable in identifying trends of the past and can be used needed information
for future patterns and implications for related trends.

The value of historical research cannot be overemphasized for it covers a wide spectrum, by ways of
providing an insight and understanding of the past through description of events and providing concepts
and perspectives for decision making and policy formation.

Sources of Information in Historical Research

The most common source of historical research are written records of the past, e.g. books periodicals,
diaries, letters minutes of organizational meetings, and various political, social, economic, and cultural
conferences and conventions. Physical remains and relics have some value of interest by reasons of its
age or its association with the past are also possible sources of information.

When conducting historical research, it is important to interview participants that were actually present
during the event. The EDSA – a symbol of courage, fortitude, unity, justice, truth and tenacity of purpose
that exemplified the Filipino character at its highest and loftiest measure to dramatize their legitimate
grievances would be an example of historical research. The participants in this legitimate uprising of the
Filipino people against the excesses of Ferdinand E. Marcos during more than thirteen intolerance years
of despotic rule could be found and interviewed about their experiences,

The sources of historical information may be classified as primary and secondary. A primary source is an
original or firsthand account of the event or experience. EDSA 1 and EDSA 2 are best examples of a
historical event. On the other hand, a secondary source is an account that is at least once removed from
the event. An example of this, is a court transcript of a desegregation problem: a news paper editorial.

The writings of John Dewey and other prominent educators are primary sources of their views, whereas
the interpretation of students would be a secondary source.

Primary source are first-hand accounts of the events or experiments under investigation: where
secondary sources are accounts at least one step removed from the event or experience.

The Methodology of Historical Research

Historical research follows a systematic process called historiography .Edson (19988), concluded that
“there is single, definable method of historical inquiry (1992) supports this conclusion that historical
research does not have highly developed methodology. Individual researches vary in their in their
approaches.

For purposes of enhancing and understanding of the historical research process, there are four steps to
be observed.
1. Identification of the Research Problem (Formulation of Hypothesis and Questions).
2. Collection and Evaluation of Source Materials.
3. Synthesis of Information from Source Materials.
4. Analysis, Interpretation, Formulation of Conclusions. This last step includes drawing any
generalizations. The hypothesis is either supported or rejected.

Research problems in historical research studies may be stated in different ways. They may or may not
include specific hypothesis. When hypothesis are stated, they usually are not stated in statistical sense,
however, statistical information from the past could be used or refute hypothesis. In historical research,
hypothesis are conjectures about the characteristics, causes or effects of the situation, problem or
phenomenon under investigation.

Suppose a study is being conducted on the decline of the humanities curriculum for the past few years.
Undoubtedly the decline may be brought about by a combination of several factors. A hypothesis might
be that the advancement of science made unwelcome inroads into the curriculum. This naturally would
be detrimental to the humanities.

The hypothesis in this example rest on the assumption of fact-that is the humanities curriculum did not
decline during the past few years. If this assumption were not correct, the hypothesis would have no
basis. Having established any necessary assumptions for facts and the stated hypothesis, the researchers
can assemble the necessary information to confirm or refute the hypothesis.
Collection and Evaluation of Source Materials

A fundamental rule of historical research is to utilize primary sources of materials whenever it I possible
to locate them. First, the researcher should decide and identify which are primary and which are
secondary sources. This requires an in-depth analysis of the materials. The source materials must be
subjected to external criticism; the instruments to establish the validity of the documents.

In historical research, external criticism evaluates the validity of document – e.g. where, when and by
whom it was produced. Such questions to be answered include: Is the documents genuine, authentic,
and what it seems to be?

Establishing the validity and authenticity of historical materials involve several considerations. With
written materials, the status of the author in the context of the event is important. Was the author a
direct participant on the event, if the document appears to be primary source? Are factors, e.g., time
and place consistent with what is known about the events?

Internal criticism in historical research evaluates the meaning, accuracy, and trustworthiness of the
content of the documents. The author plays an important role in evaluating the content of the
documents and establishing its authenticity. An analysis of the author’s style and use of rhetoric is
important in internal criticism. The document should have an objectives restatement of the facts.

The external and internal criticism in the evaluation of source materials for historical research can be
seen in this paradigm

External Criticism Internal Criticism

Establishing the Establishes Meaning
Validity (Question: “Is (Questions: “What
the source genuine?) does the content
mean?)

Establishment Credibility and

Usefulness of the Source

Validity and Reliability of Documents

Validity. Validity is increased by the fact that documents are often first-person accounts of events or
feelings experienced by the author of the document. Thus, as with observation, documents tend to have
face validity. Tending to damage validity is that authors often write documents for some purpose or
have an ulterior motive (such as prestige or money) for making the documents exciting. Also, there is
often a considerable time lag between the occurrence of the event and the writing of th documents with
such a delay leading to memory failures and in accuracies. Due to selective survival, the materials that
remain are often a biased example, and do not provide an accurate picture of events. In addition, the
fact that ancient documents are often valuable and documentation of their authenticity is difficult
tempts forgers to produce fakes.

Face Validity. Documents lend themselves to more rigorous checks on face validity than do other data-
gathering methods in social research. Nor only the content of the documents but also word patterns,
language, wiring style, and composition of paper and ink all can provide checks on the validity or
authenticity of a documents. If writing style or grammar changes within a single document, then the
researchers has caused to doubt authenticity or reason to believe that it was authored by more than
one person. Such checks within documents are generally referred to as internal checks.

Reliability. Reliability may be checked either by similar document at two or more points in time or by
comparing the results of two or more researchers at the same point in time. Efforts to determine
instruments reliability are hampered by selective survival of documents. In some cases, analysis of
documents may be a selective process. Holeti (2001). Says that there is no single, simple solution for the
problem of deciding the proper level of reliability.

Analysis, Interpretation, and Formulating Conclusions

The final step of historical research methodology is decision making about the research problem.
Historical research relieves o the logical analysis of the information from the documents. The
conclusions are formulated and any hypothesis introduced are either supported or rejected. For
interpretation the author should observe and remain with utmost objectivity.

Historical researchers cannot eliminate all potential difficulties in analysis an interpretation. However,
researchers should be aware of potential problems and take these into consideration when interpreting
results and drawing conclusions.

Educational research problems conducted by historical research can cover a variety of areas: general
educational history, the history of educational legislation, institutional and growth development. Many
educational problems and issues are initially delt with by relying on the perspective supplied by the
history of the issue. Curriculum change is often viewed in the light of past philosophy, vision, mission,
ideas, developments, and curriculum; and historical research is necessary to define the situation of the
past and its meaning in the light of contemporary situations and problems. Thus, interpretations based
on analysis of historical research can be an important aid in defining a course of action for dealing with
an existing educational problem.

Over the years, there are many educational problems and issues confronting the school system.
Historical research can provide a better insight and a wider perspective for issues including information
that can be used to avoid mistakes. The study of the educational thrust and trends of the past may be
useful for predicting similar thrusts and related trends for the future. Policy makes at any level in
education can benefit from the contributions of historical research in arriving at decisions.
Assignment:

1. What is historical research?

2. Discuss the value of historical research in education.
3. Identify the sources of information in historical research.
4. How would you conduct a historical research?
5. Can historical research provide a better perspective for decision-making problems? Explain your
answer.